卷 22, 编号 3 (2025)
TEACHING COMPUTER SCIENCE
Comparative analysis of international practices in teaching programming to schoolchildren
摘要
Problem statement. Presents a comparative analysis of international practices in teaching programming to schoolchildren in the context of technologization of modern society. The purpose of the study is to identify the most effective practices in teaching programming based on a comprehensive analysis of international experience to assess the feasibility of their implementation in the Russian school education system. The study showed the experience of nine countries (Great Britain, Germany, China, Singapore, USA, Finland, Estonia, South Korea, Japan), selected as representative representatives of various educational systems and leaders of digital transformations of education in their regions. Methodology. Based on a comprehensive analysis, three main models of teaching programming were identified and classified: integrated, specialized and hybrid. A comparative analysis of international practices allowed for a comparative study of educational systems in various countries. The statistical analysis of performance indicators was based on the processing of quantitative data on student performance and the results of international studies . Results. The results of the study made it possible to formulate a scientifically based assessment of the feasibility of introducing international practices into the educational system, taking into account the age characteristics of students. Conclusion. It has been established that the most successful international educational systems are characterized by a balanced development of infrastructural, methodological and personnel components.
255-267
Methodology of multilevel personalized programming teaching in basic school
摘要
Problem statement. Educational standards in Russia and abroad are being updated by strengthening the role of programming and data analysis using intelligent tools. Digitalization of all sectors of the economy, which requires new approaches to personnel training, leads to early profiling in general education as a basis for training qualified specialists required by the IT industry. Solving the problem of multilevel programming education using digital resources with an intellectual component is an important step in improving the quality of education, developing digital competencies of schoolchildren and creating the necessary conditions for all students to master programming as a basis for future professional competencies. Methodology . In the work we applied general scientific methods of research: theoretical and experimental. Such as, theoretical analysis, comparison and generalization of scientific and pedagogical research, psychological, pedagogical, philosophical, scientific, technical and methodological literature on the research problem; analysis and specification of legislative acts in the field of education, educational standards of different levels of education, curricula for general education, textbooks, teaching aids, problem books and methodological materials on general education course of informatics and methods of its mastering. The following methods were used during the experimental work: focus groups, expert assessments and statistical methods based on the theory of measurements. Results . The authors have substantiated and developed a methodology for multi-level programming education in the general education computer science curriculum, in accordance with the updated FSES requirements. Conclusion . The developed methodology, based on an integrative approach and aligned with the updated FSES for general education, will enable educational institutions to design various personalized learning trajectories for programming education.
268-287
CURRICULUM DEVELOPMENT AND COURSE DESIGN
Key elements of e-learning course design that provides high-quality prediction of student learning success
摘要
Statement of the problem. The task of predicting student learning success is one of the most developed in educational analytics. At the same time, experience in the field of pedagogical design of e-learning courses, which are the main sources of students’ digital footprint data, is extremely limited. In these conditions, understanding what it should be like and what design elements are most important for it is becoming relevant. The purpose of the study is to determine the design elements of an e-learning course for effective prediction of educational results and to develop its generalized criteria-content model. Methodology . A comparative analysis of scientific, pedagogical, and methodological sources was applied. Verbal and communicative methods, comparative and statistical analysis of empirical data using a generative model of artificial intelligence were used. Results . The paper substantiates the need to develop high-precision e-learning courses for effective forecasting of students’ learning success based on such design elements as: content availability, structuring, discipline study schedule, assessment system, timely feedback, relevance and completeness of information, aesthetics and ergonomics. A generalized criteria-content model for constructing a high-precision e-learning course is proposed. Conclusion . The prospects for further development of the research and development of methodological recommendations for the design of pedagogical design of high-precision e-learning courses are outlined.
288-303
EVOLUTION OF TEACHING AND LEARNING THROUGH TECHNOLOGY
Pedagogical works in social media as a resource for teacher professional development
摘要
Problem statement. The increasing engagement of educators in sharing authorgenerated content on social media necessitates an examination of emerging paradigms for disseminating educational knowledge. This study investigates the conditions for teachers’ professional development through the publication of original teaching materials. Methodology. This study investigates the conditions for teachers’ professional development through the publication of original teaching materials. Employing a mixed-methods content analysis of 40 primary school teachers’ accounts on VK and Telegram (2022-2024), the research explores the characteristics of professional learning communities centered around teacher-authors. The methodological basis of the research is the ontological and acmeological approaches. Results . Social media have become the most important communication channel for teachers and a platform for the voluntary association of teachers in professional online communities for the distribution of original pedagogical works. The author describes the monetization framework and legal aspects of publishing educational materials, the results of the analysis of the main distribution models, including: crowdfunding for the development of educational content; access to resource libraries by subscription; digital licensing of pedagogical materials; premium content in closed communities. It is noteworthy that significant content remains in the public domain. Conclusion . The study concludes that evolving knowledge dissemination ecosystems - particularly through controlled commercialization - enhance digital literacy acquisition, pedagogical innovation capacity, professional identity as content creators.
304-314
Training of IT specialists in regional universities of Russia and Europe based on international recommendations: comparative analysis
摘要
Problem statement. Studied the current issues in the development of IT university training in the context of global digitalization of economy and social sector. Since Russian universities now use updated Federal State Educational Standards of Higher Education (FSES 3++) that have a framework nature, the paper explains the expediency and possibility of integrating foreign experience with its curriculum approach into Russian training of IT specialists with due regard to the particular nature of a given university and a region. The overall goal of this study is to develop the methodology for comparative analysis of IT degree programs that is based on the curriculum approach and comparison with sample models and allows to make recommendations for integrating the experience of other universities and international standards into the university’s own educational programs. Methodology. Using the methodology, the paper compares bachelor degree programs in IT in two regional universities (Russian and Latvian ones). Competent experts from Russian and Latvian universities and large IT companies were asked to find out how subjects and sections of the degree programs in these universities correspond to Computing Curricula 2005 and 2020 (CC2005, CC2020) levels. Results. The paper presents graphical views that show how university curricula in IT correspond to the characteristic features of Computing Curricula models. It proves the hypothesis that both universities use Software Engineering model - the most universal one - in their IT training. The paper identifies certain peculiarities of the degree programs under study and provides some guidelines for degree programs in IT and their improvement. Conclusion. The methodology described in this research (including graphical representation) provides a mechanism that is able to highlight a degree program’s weaknesses as it is compared to one of the Computing Curricula sample models. This methodology may be applied to design or update university degree programs in various IT majors or levels.
315-331
MANAGEMENT OF EDUCATIONAL INSTITUTIONS IN THE INFORMATION ERA
ICT competencies for educational managers developmented on the educational process: a systematic literature review
摘要
Problem statement. The rapid advancement of information and communication technology (ICT) has transformed educational landscapes, necessitating effective leadership equipped with essential digital competencies. This research explores the ICT competencies educational managers require to successfully integrate technology into their institutions. This study aims to identify key competencies, explore barriers to ICT adoption, and highlight effective training practices through a systematic literature review of existing research. Methodology. Utilizing a comprehensive review methodology, relevant studies were analyzed to distil insights regarding educational leaders’ roles in facilitating technology integration. Results. The findings reveal that essential ICT competencies include technical proficiency, information literacy, and pedagogical knowledge, which empower educational managers to foster innovative instructional practices. The review also identifies significant barriers, such as insufficient training and resistance to change, which vary in impact across different contexts. Furthermore, effective training practices are emphasized, including tailored programs and ongoing support, which are essential for developing and sustaining these competencies. Conclusion. This research contributes to educational management by providing a framework for understanding the necessary ICT competencies for educational leaders. It underscores the importance of addressing barriers to adoption and promotes best practices in professional development. By equipping educational managers with the requisite skills, this study aims to enhance the overall quality of education and prepare students for success in a digital world.
332-350
Informatization of intra-school work on recording meta-subject results of mastering general education programs
摘要
Problem Statement. Federal state educational standards of general education require the assessment of meta-subject results of mastering educational programs. Each organization implementing accredited general education programs must comply with this requirement. This activity must be reflected in the information products of the internal system of assessing the quality of education and the information and educational environment of the institution. Due to the information openness of educational organizations, information about the educational results of students in a generalized form must be available on the official websites of the organizations. Studying the information on official websites makes it possible to assess the level of informatization of in-school work on assessing meta-subject results. Thus, a relevant objective is to analyze the current situation with the organization of activities to record the meta-subject results of mastering general educational programs. Methodology. An analysis of self-assessment reports for the presence of meta-subject results was conducted on a sample of 100 schools. The electronic gradebook used in these schools were examined for the presence of technical capabilities for recording meta-subject results, using methods of statistical analysis, text analysis, data visualization, etc. Results. It was found that more than 40% of educational organizations do not mention meta-subject results in reports, and another quarter limit themselves to formal phrases. Only 21% of schools provide qualitative or quantitative data on this category of results. None of the electronic gradebooks studied contain a full-fledged module for recording meta-subject results, which significantly limits the possibilities for their analysis and visualization. Conclusion. The identified low level of computerization of the recording of meta-subject results demonstrates the need to improve digital tools that provides individual record ing of educational results.
351-360
ICT SKILLS AND COMPETENCIES AMONG TEACHERS
Individual educational route for the development of digital competencies of a teacher: methodology, role and specifics of building
摘要
Problem statement . Highlighted the problem of developing individual educational pathways aimed at enhancing the digital competencies of modern educators. It describes the regional segment of the unified federal system for scientific and methodological support of teaching staff. Methodology. The acmeological approach is considered as a methodological foundation for supporting educators. The method of self-diagnosis used to identify deficits in the digital competencies of educators is analysed. The features of constructing an individual educational pathway for the development of digital competencies of an educator are outlined. Results. The results of the implementation of individual support for the development of digital competencies of educators in the Vologda region in 2024 are presented. Conclusion. The importance of using an individual educational route as an effective tool for developing a teacher’s digital competencies is substantiated.
361-370
Defining the concepts of literacy and competences in artificial intelligence in the context of teacher education
摘要
Problem statement. Improving the level of knowledge and skills in the field of artificial intelligence is becoming one of the significant tasks identified at the state level today. The development of such skills is also necessary for students of pedagogical specialties. Examined various approaches to defining competencies and literacy in the field of artificial intelligence at different stages of education. The basis for their study were Russian and foreign publications on this issue. Methodology . An analysis and systematization of articles devoted to competencies, literacy and professional training of future teachers in this area was carried out, and the relationships between these concepts and the concepts of digital competencies and digital literacy were established. Results . It is revealed that the formation of AI-competences in pedagogical education in Russia is considered in the framework of formation of digital competences or ICT-competences. The notion of AI-literacy, AI-competences and AI-competence is formulated, and the interrelations of these notions are defined. Conclusion . Definitions of AI literacy components, content and formation of AI competencies for future teachers are given.
371-381